The Impact of Teaching, Cognitive, and Social Presences in Face-to-Face, Blended, and Online Master's Courses

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 6

Abstract

The Community of Inquiry (CoI) framework is a reliable and valid survey approach to meeting the needs of 21st century learners. In this study, we utilized the CoI survey to study differences in teaching, cognitive, and social presences in three course modalities (face to face, online, and blended) in a teaching credential/master’s program in the southwestern United States. Findings suggest that, regardless of course modality, teaching presence is by far the most important indicator of student success. Additionally, course organization functions as a way to foster a welcoming learning environment with clear course expectations. Results could support the development of strong teacher candidates to be equipped with sound teaching, cognitive, and social presence as models of 21st century educators.

Authors

• Jennifer Courduff, Azusa Pacific University

• HeeKap Lee, Azusa Pacific University

• Jessica Cannaday, Azusa Pacific University